Student Understanding of Scientific Hypotheses, Theories & Laws: Exploring the influence of a non-majors college introductory Biology course

Yıl 2011, Cilt: 1 Sayı: 1, 23 - 44, 01.10.2011

Professor Pradeep Max Dass Bridget Tuberty Michael Windelspecht

https://izlik.org/JA39GE89RX

Öz

Anahtar Kelimeler

-

Kaynakça

• Abd-El-Khalick, F. (2001). Embedding nature of science instruction in preservice elementary science courses: Abandoning scientism, but…. Journal of Science Teacher Education, 12(3), 215-233.
• Abd-El-Khalick, F., & Lederman, N.G. (2000a). Improving science teachers’ conceptions of the nature of science: A critical review of the research. International Journal of Science Education, 22(7), 665-701.
• Abd-El-Khalick, F., & Lederman, N.G. (2000b). The influence of history of science courses on students’ conceptions of the nature of science. Journal of Research in Science Teaching, 37(10), 1057-1095.
• Abd-El-Khalick, F., Bell, R.L., & Lederman, N.G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 673-699.
• Aikenhead, G.S., & Ryan, A.G. (1992). The development of a new instrument: “Views on science-technology- society” (VOSTS). Science Education, 76(5), 477-491.
• Aikenhead, G.S., Fleming, R.W., & Ryan, A.G. (1987). High school graduates’ beliefs about science- technology- society. I. Methods and issues in monitoring student views. Science Education, 71(2), 145-161.
• Akerson, V.L., Buzzelli, C.A., & Donnelly, L.A. (2010). On the nature of teaching nature of science: Preservice early childhood teachers’ instruction in preschool and elementary settings. Journal of Research in Science Teaching, 47(2), 213-233.
• Ameny, G.M. (1999). College biology students’ conceptions related to the nature of biological knowledge: Implications for conceptual change (Doctoral dissertation). Louisiana State University, Baton Rouge, LA.
• American Association for the Advancement of Science. (1994). Science for all Americans. New York: Oxford University Press.
• Bell, R.L., Matkins, J.J., & Gansneder, B.M. (2011). Impacts of contextual and explicit instruction on preservice elementary teachers’ understandings of the nature of science. Journal of Research in Science Teaching, 48(4), 414-436.
• Blanco, R., & Niaz, M. (1997). Epistemological beliefs of students and teachers about the nature of science: From ‘baconian inductive ascent’ to the ‘irrelevance’ of scientific laws. Instructional Science, 25(3), 203-231.
• Botton, C., & Brown, C. (1998). The reliability of some VOSTS items when used with preservice secondary science teachers in England. Journal of Research in Science Teaching, 35(1), 53-71.
• Bradford, C.S., Rubba, P.A., & Harkness, W.L. (1995). Views about science-technology-society interactions held by college students in general education physics and STS courses. Science Education, 79(4), 355- 373.
• Brickhouse, N.W., Dagher, Z.R., Letts, W.J., & Shipman, H.L. (2000). Diversity of students’ views about evidence, theory, and the interface between science and religion in an astronomy course. Journal of Research in Science Teaching, 37(4), 340-362.
• Clough, M.P. (2006). Learners’ responses to the demands of conceptual change: Considerations for effective nature of science instruction. Science Education, 15(5), 463-494.
• Dagher, Z.R. & Boujaoude, S. (2005). Students’ perceptions of the nature of evolutionary theory. Science Education, 89(3), 378-391.
• Dagher, Z.R., Brickhouse, N.W., Shipman, H., & Letts, W.J. (2004). How some college students represent their understanding of the nature of scientific theories. International Journal of Science Education, 26(6), 735-755.
• Dass, P.M. (2005). Understanding the nature of scientific enterprise (NOSE) through a discourse with its history: The influence of an undergraduate ‘history of science’ course. International Journal of Science and Mathematics Education, 3(1), 87-115.
• DeBoer, G.E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.
• DeCoito, I. (2009). Improving teachers’ and students’ nature of science conceptions: Using reading and writing activities to reflect on the nature of science. Germany: Lambert Academic Publishers.
• Dobzhansky, T. (1973). Nothing in biology makes sense except in the light of evolution. The American Biology Teacher, 35(3), 125-129.
• Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people’s images of science. Buckingham, UK: Open University Press.
• Duschl, R.A. (1988). Abandoning the scientistic legacy of science education. Science Education, 72(1), 51-62.
• Edmondson, K.M., & Novak, J.D. (1993). The interplay of scientific epistemological views, learning strategies, and attitudes of college students. Journal of Research in Science Teaching, 30(6), 547-559.
• George, M.D., Bragg, S., de los Santos, A.G. Jr., Denton, D.D., Gerber, P., Lindquist, M.M., Rosser, J.M., Sanchez, D.A. & Meyers, C. (1996). Shaping the future: New expectations for undergraduate education in science, mathematics, engineering, and technology. Arlington, VA: National Science Foundation.
• Halyard, R.A. (1993). Introductory science courses: The SCST position statement. Journal of College Science Teaching, 23(1), 29 – 31.
• Hashweh, M.Z. (1996). Effects of science teachers’ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33(1), 47-63.
• Johnson, M., & Pigliucci, M. (2004). Is knowledge of science associated with higher skepticism of pseudoscientific claims? The American Biology Teacher, 66(8), 536-548.
• Kenyon, L.O. (2003). The effect of explicit, inquiry instruction on freshman college science majors’ understanding of the nature of science (Doctoral dissertation). University of Houston, Houston, TX.
• Kimball, M.E. (1967-1968). Understanding the nature of science: A comparison of scientists and science teachers. Journal of Research in Science Teaching, 5(2), 110-120.
• Laugksch, R.C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71-94.
• Lederman, N.G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359.
• Lederman, N.G. (1999). Teachers’ understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916-929.
• Lederman, N.G., & Druger, M. (1985). Classroom factors related to changes in students’ conceptions of the nature of science. Journal of Research in Science Teaching, 22(7), 649-662.
• Lederman, N.G., & Zeidler, D.L. (1987). Science teachers’ conceptions of the nature of science: do they really influence teaching behavior? Science Education, 71(5), 721-734.
• Lord, T. & Marino, S. (1993). How university students view the theory of evolution. Journal of College Science Teaching, 22(6), 353 – 357.
• Marra, R.M. & Palmer, B. (2005). University science students’ epistemological orientations and nature of science indicators: How do they relate? Science Education International, 18(3), 165-184.
• Matthews, M.R. (1994). Science teaching: The role of history and philosophy of science. London: Routledge
• McComas, W.F. (1997). 15 myths of science. Skeptic, 5(2), 88-96.
• McComas, W.F. (2003). A textbook case of the nature of science: Laws and theories in the science of biology. International Journal of Science and Mathematics Education, 1(2), 141-155.
• McComas, W.F. (2004). Keys to teaching the nature of science. The Science Teacher, 71(9), 24-27.
• McDonald, C.V., (2010). The influence of explicit nature of science and argumentation instruction on preservice primary teachers’ views of nature of science. Journal of Research in Science Teaching, 47(9), 1137- 1164.
• McErlean, J. (2000). Philosophies of science: From foundations to contemporary issues. Stamford, CT: Wadsworth/Thompson Learning.
• Meyling, H. (1997). How to change students’ conceptions of the epistemology of science. Science & Education, 6(4), 397-416.
• Miller, J.D. (2004). Public understanding of, and attitudes toward, scientific research: What we know and what we need to know. Public Understanding of Science, 13, 273-294.
• Munby, A.H. (1976). Some implications of language in science education. Science Education, 60(1), 115-124.
• National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
• National Science Teachers Association. (1992 – 1993). National Science Teachers Association Handbook. Washington, DC: Author.
• Palmquist, B.C., & Finley, F.N. (1997). Preservice teachers’ views of the nature of science during a postbaccalaureate science teaching program. Journal of Research in Science Teaching, 34(6), 595-615.
• Patton, M.Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
• Pomeroy, D. (1993). Implications of teachers’ beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers. Science Education, 77(3), 261-278.
• Rubba, P.A., & Anderson, H. (1978). Development of an instrument to assess secondary school students’ understanding of the nature of scientific knowledge. Science Education, 62(4), 449-458.
• Rubba, P.A., Bradford, C.S., & Harkness, W.J. (1996). A new scoring procedure for the views on science- technology-society instrument. International Journal of Science Education, 18(4), 387-400.
• Ryan, A.G., & Aikenhead, G.S. (1992). Students’ preconceptions about the epistemology of science. Science Education, 76(6), 559-580.
• Ryder, J., Leach, J., & Driver, R. (1999). Undergraduate science students’ images of science. Journal of Research in Science Teaching, 36(2), 201-219.
• Sandoval, W.A., & Morrison, K. (2003). High school students’ ideas about theories and theory change after a biological inquiry unit. Journal of Research in Science Teaching, 40(4), 369-392.
• Schwartz, R.S., & Lederman, N.G. (2002). “It’s the nature of the beast”: The influence of knowledge and intentions on learning and teaching nature of science. Journal of Research in Science Teaching, 39(3), 205-236.
• Shen, B.S.J. (1975). Scientific literacy and the public understanding of science. In Day, S, editor. Communication of Scientific Information (p. 44-52). Basel: Karger.
• Slaughter, J.B. (1993). Science and social consciousness. Journal of College Science Teaching, 22, 204 – 205.
• Smith, C.L., & Wenk, L. (2006). Relations among three aspects of first-year college students’ epistemologies of science. Journal of Research in Science Teaching, 43(8), 747-785.
• Solomon, J., Scott, L., & Duveen, J. (1996). Large-scale exploration of pupil’s understanding of the nature of science. Science Education, 80(5), 493-508.
• Songer, N.B., & Linn, M.C. (1991). How do students’ views of science influence knowledge integration? Journal of Research in Science Teaching, 28(9), 761-784.
• Southerland, S.A., Gess-Newsome, J., & Johnston, A. (2003). Portraying science in the classroom: The manifestation of scientists’ beliefs in classroom practice. Journal of Research in Science Teaching, 40(7), 669-691.
• Trumbull, D.J., Scrano, G., & Bonney, R. (2006). The relations among two teachers’ practices and beliefs, conceptualizations of the nature of science, and their implementation of student independent inquiry projects. International Journal of Science Education, 28(14), 1717–1750.
• Tsai, C.C. (2002). Nested epistemologies: Science teachers’ beliefs of teaching, learning and science. International Journal of Science Education, 24(8), 771-783.
• Tsai, C.C. (2006). Teachers’ scientific epistemological views: The coherence with instruction and student views. Science Education, 91(2), 222-243.
• Waterman, M.A. (1982). College biology students’ beliefs about scientific knowledge: foundation for study of epistemological commitments in conceptual change (Thesis). Cornell University, Ithaca, NY.
• Yalvac, B., Tekkaya, C., Cakiroglu, J., & Kahyaoglu, E. (2007). Turkish pre-service science teachers’ views on science-technology-society issues. International Journal of Science Education, 29(3), 331-348.
• Zeidler, D.L. & Lederman, N.G. (1989). The effects of teachers’ language on students’ conceptions of the nature of science. Journal of Research in Science Teaching, 26(9), 771-783.
• Zeidler, D.L., Walker, K.A., Ackett, W.A., & Simmons, M.L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86(3), 343-367.